Model of affective learning for nonformal science education facilities

Objective setting and evaluation for learning in the affective domain are often neglected in educational programs, largely because affective learning is a poorly understood phenomenon. This is particularly problematic in nonformal science education facilities, which are uniquely suited to facilitate...

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Bibliographic Details
Published in:Journal of research in science teaching 1997-10, Vol.34 (8), p.805-818
Main Authors: Meredith, Joyce E., Fortner, Rosanne W., Mullins, Gary W.
Format: Article
Language:English
Subjects:
Affective Measures
Concept Formation
Evaluation Methods
Exhibits
Heuristics
Learning Theories
Museums
Nonformal Education
Science Programs
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Summary:Objective setting and evaluation for learning in the affective domain are often neglected in educational programs, largely because affective learning is a poorly understood phenomenon. This is particularly problematic in nonformal science education facilities, which are uniquely suited to facilitate affective learning. To address this problem, a heuristic model of affective learning in nonformal educational facilities was developed. The model, referred to as the Meredith Model, displays a sequence of events occurring in the affective responses of learners in nonformal educational experiences and identifies factors which may influence individual events within this sequence. The model is proposed as a conceptual framework for gaining an increased understanding of affective learning and for making recommendations for practice of nonformal science education and for further research. J Res Sci Teach 34: 805–818, 1997.
ISSN:0022-4308
1098-2736
DOI:10.1002/(SICI)1098-2736(199710)34:8<805::AID-TEA4>3.0.CO;2-Z